Educating Boys Successfully:
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Transcript of Educating Boys Successfully:
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Presenter: Cheryl WilliamsPrincipal
Fairhills PS
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Based on the work of –
Ian Lillico (Churchill Fellowship report 2000)
Joseph Driessen – NZ educator, who now runs a consultancy that specialises in the education of boys
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Children and teenagers todayAre less attentiveAre more attention seekingAre more impulsiveAre less compliant and more argumentativeAre more technically competentAre under more personal pressureAre more globally connectedHave higher IQ scoresAre more subject to adult turbulenceAre more rights oriented
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Boys HearingBoys can’t hear as well as girlsA softly spoken woman cannot be heard by boys
at the back of the classBoys don’t process language as quickly as girlsBoys need to be near front of class if teacher is
softly spokenSpeak slowly and repeat instructionsMale teachers are often perceived to be yelling
by girls when they are speaking normally
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Boys VisionBoys eyes are adapted for movementGirls eyes are adapted for texture and colourToo much disjointed detail can be confusingYoung boys draw verbs with little colourCartoons stimulate boys thinkingTry allowing boys to draw cartoon sketches
of the writings and then add details to their narratives, from their drawings
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Boy Code
The stronger the Boy Code is in a school, and the younger it occurs, the less chance there is of success for boys, especially in literacy
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Personal & Social adjustmentBoys fall into four groups –Top group - Well adjusted, thriving and
motivated to learn (15-20%)Middle group - Coping, ‘good’ but could
potentially do better (50-60%)Lower group – Difficult, rough diamonds,
often very lively (10-30%)Bottom group – Often damaged (1-5%)
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Managing Boys as GroupsThriving boys as Leadership modelsCoping boys by increasing
expectationsDifficult boys by Affirmation &
DisciplineDamaged boys by Removal and
Integration
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Managing Damaged BoysRemove them from peers and high stress,
competitive environmentPlace them with an adult/setting that gives
securityProvide learning with low key, informal
guidance to reduce their stress levelsKeep new processes in place for a length of
timeRe-integrate for short periods (look for child
wanting to return and refuse on first request)Have a step by step approach for new start
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Activating Boys DevelopmentUse positive language – ‘What a fine
young man!’ ‘I know you can do it!’Articulate virtues – duty,
responsibility, persistenceFocus on achievement and the
future – ‘Do your very best’, ‘What are your plans for the future?’
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Building Relationships with BoysThe relationships we build with boys is
what makes the difference to boys behaviour.
We need to break down the pack mentality of boys.
Boys react to who they’re with much more than girls
Boys respond to people who listen to themBoys need to connect with the teacher
before they will succeed (Ian Lillico)
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7 Quick ways to foster relationships1. Be early for class and have a wonderfully set
out classroom2. Greet students by name as they enter and
leave especially the damaged ones3. Make time to sit next to students talking
about their work giving specific feedback4. From time to time ask small focus groups
how they think things are going
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Classroom AmbienceUse of warm white fluorescent lights instead
of cool ones because the have red spectrum in them which better engages students
Fluorescent lights aren’t conducive to boys settling after being outside
Bean bags rather than chairs work well for boys
Nebula Balls are good for settling boysRaise the curiosity level in the classroom and
the boys will be eating out of your hand!
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Gender in ClassroomsThe average boy is a doer first and a
thinker (sometimes!) second – the average girl is a thinker first and a doer second
In terms of effective practice in the classroom, we must centre around getting girls doing and boys thinking!
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Cont.Compared to girls, the average boy –Has a shorter concentration spanIs more easily bored and hence more likely to
be disruptiveHas less developed verbal and literacy skillsHas fewer social and collaborative skillsHas poorer listening skills and reflective abilityIs poorly organised and lacks planning skills
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Cont.Girls are reflective, step by step (sequential)
learnersBoys are speculative, trial and error/experiential
learnersA girl is a natural student – the boy is a boy first
and a student (sometimes a poor one!) secondGirls tend to balance school work with their social
needs whereas boys tend to do one or the other as they multi-task poorly in comparison to girls
Girls can defer gratification, boys seek short term and intermediate rewards and attention
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Teaching Strategies for BoysBoys love to –Touch thingsBe part of the actionMove around as they learnHave learning choicesSolve problemsPositive ReinforcementKnow how things workHave lessons outsideLike to be trusted and given independence
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Cont.Be involved in unusual, activity based
learning eg cooking, dramaReceive specific praise Have their efforts acknowledgedEncouragementRisk TakeBut most importantly – prefer to talk side by side rather than face
to face, especially if they have done the wrong thing!
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Use boys as learning role modelsSenior boys reading to junior boysIT helpers/tutorsLibrarians – involving boys in the purchasing of
new booksClass/Assembly power point presentations of class
workHomework assistants on a cyclic basisAcademic Counsellor/LeaderMentoring junior studentsLeading assembliesClass visits to junior grades for a purpose
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Use Boys’ Visual LearningPower point presentationsPractical demonstrationsVideo clipsDiagrams, handouts, mapsOverhead projectorCurrently 80% of all students (both girls &
boys) are visual or visual/kinesthetic learners
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Set a fairly fast paceLinks to other work they may have already
doneExpectations – be specific about what you
expectStories – personal anecdotesTime Limits – use of egg timersQuizzes at the end of the lesson to reinforce
learningDeadlines (and stick to them)CompetitionsStandards – raise the bar!
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Make the content relevantRelevantChallengingLogicalCoherentTied to the real world
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Additional StrategiesBalance individual and group workBalance open/reflective/language centred
learning with closed/process/action-centred learning
Use a range of assessment methods and weight them evenly
Use a wide range of personal and public means to acknowledge and validate achievement
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Reading strategies for boys15% of all classroom time should involve a variety
of reading approaches:Teacher reading to the classTeacher reading while students make notesStudents read in pairs to each otherStudents read in pairs while a listener takes
notesStudents read to one another (in turn) in
groups of fourStudents read individually
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Behaviour Management TechniquesThe behaviour of boys should be modified
through praise – never through sanction or punishment
Punishment may contain a behaviour but not modify it
Punishment can be a reward for a boy as it can secure his prestige in the eyes of his peers
Boys need to be ‘caught’ doing things right and praised for it and (generally) ignored when he does things wrongly
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Cont. A ‘broken record’ approach – ‘John, stop
that’ and keep repeating it‘Jack, why have I come over to you?’
‘Because I am talking.’ ‘Thank you’ (teacher)
When unable to establish what has happened, saying ‘On one hand .... And on the other hand ...’ This challenges lies.
‘You’re a great kid, what actions have got you up here in trouble?’
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NEVER mix praise and reprimande.g. “An excellent piece of work – a
pity you couldn’t work like this all the time!”
This is crucial for managing the behaviour of boys!
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In conclusion...
‘Boys learn teachers, and not subjects!’
Steve BiddulphCreating the first link where boys can
relate to their teacher is critical.
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What will you change in your classroom ???
• Tomorrow?
• Next term?
Share your ideas with others at your table